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Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 1.2: Where on Earth? Directions: Think about where on Earth the events listed in Table 1 might occur most often. Also think about why this type of event might happen there. Then complete the table. Table 1. What I Know About Weather and Climate Events Type of Event Where Does This Event Happen? Why Does It Happen There? What Does It Tell About Earth? Tornado Hurricane Flood © Smithsonian Institution Drought Ice melt Global warming STCMS™ / Weather and Climate Systems Lesson 1 / Pre-Assessment: Weather and Climate Systems Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 2.1: Testing the Warming and Cooling Rates of Soil and Water (page 1 of 2) Directions: Answer the questions and then complete Table 1. 1.How will you make certain that your investigation of the warming and cooling of soil and water will be a fair test? ___________________________________________________________________________ 2.Which factors or variables are you changing? Which ones are you keeping the same? Record all the things that you will need to keep the same in both setups. (You may draw a picture here and label it.) 3.What do you think will happen to the temperature of the soil and the water when you turn on the lamp? Will there be differences? __________________________________________________________ 4.What will happen to the temperatures when you turn off the lamp? Explain your reasoning. © Smithsonian Institution STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 2.1: Testing the Warming and Cooling Rates of Soil and Water (page 2 of 2) Table 1. Warming and Cooling Data Warming Time Soil Temperature (°C) Cooling Water Temperature (°C) Time 0:00 10:00 1:00 11:00 2:00 12:00 3:00 13:00 4:00 14:00 5:00 15:00 6:00 16:00 7:00 17:00 8:00 18:00 9:00 19:00 10:00 20:00 Water Temperature (°C) Total Temperature Change © Smithsonian Institution Total Temperature Change Soil Temperature (°C) STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface Student’s Name ______________________________________________ Date ______________ Class ___________ © Smithsonian Institution Student Sheet 2.2: Graph Paper STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 3.GS: Interpreting a Data Table Directions: Review the data in Table 1. Then answer the questions. Table 1. Summer Temperatures Near Portland, Maine Time Portland Parklands (Temperature, °C) Atlantic Ocean (Temperature, °C) 6:00 a.m. 14 18 8:00 a.m. 17 19 10:00 a.m. 18 19 Noon 23 19 2:00 p.m. 26.5 19 4:00 p.m. 27 20 6:00 p.m. 27 20 8:00 p.m. 20 20 10:00 p.m. 18 20 Midnight 16 20 2:00 a.m. 15 20 4:00 a.m. 14 19 1. What is the temperature of the Atlantic Ocean at 4:00 p.m.? ____________________________________ 2. What is the temperature of Portland Parklands at noon? ________________________________________ 3. At what time of day is the temperature of the land at Portland Parklands and the water in the © Smithsonian Institution Atlantic Ocean the same? ____________________________________________________________________ 4. At 2:00 p.m., what is the difference in temperature between the land and the water? Which is warmer? What do you think is the reason for this difference? ___________________________________ _____________________________________________________________________________________________ 5. During what season were these data collected? How do you know this? __________________________ _____________________________________________________________________________________________ 6. What times on the data table do you think represent daytime? _____________________________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 3 / The Water Cycle, Cloud Formation, and Air Masses Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 3.2: Modeling the Water Cycle Day 1 Mass (g) Water + Small Cup Ice + Small Cup Total Observations: Day 2 Mass (g) Small Cup 2 + Contents Small Cup 1 + Contents Water Total Observations: © Smithsonian Institution STCMS™ / Weather and Climate Systems Lesson 3 / The Water Cycle, Cloud Formation, and Air Masses Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 3.3: Investigating the Temperature of Air Question I will try to answer: How does the temperature of Earth’s surface affect the temperature of the air above it? Directions: Answer the questions. Then complete Table 1 as you conduct the investigation. 1.How will you set up your equipment to ensure this is a fair test? 2.What will you keep the same? ________________________________________________________________ 3.What variable will you test? __________________________________________________________________ 4.Make a prediction. How do you think the temperature of a surface will affect the temperature of the air above it? _____________________________________________________________________________ © Smithsonian Institution Table 1. Temperature Changes Time (min) Cold Convection Tube Hot Convection Tube Container of Crushed Ice: Temperature (°C) Container of Hot Water: Temperature (°C) Temperature (°C) Thermometer A (top) Temperature (°C) Thermometer B (bottom) Temperature (°C) Thermometer A (top) Temperature (°C) Thermometer B (bottom) 0:00 1:00 2:00 3:00 STCMS™ / Weather and Climate Systems Lesson 3 / The Water Cycle, Cloud Formation, and Air Masses Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 4.1: When Air Masses Meet Directions: Fill in the boxes. Summarize your predictions in the “Predictions” column of Table 1. Then complete the table as you perform your investigation. Question we will investigate: What happens when two of the same—and then different—air masses meet? Materials we will use: Procedures we will follow: What we will keep the same when comparing the three setups: What we will change: © Smithsonian Institution Table 1. Predictions and Observations Setup of Convection Tubes Predictions (What We Think Will Happen to the Air) Observations (What Happened to the Air) Crushed ice and crushed ice Hot water and hot water Tea candle and crushed ice STCMS™ / Weather and Climate Systems Lesson 4 / Wind and Air Pressure Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 4.R: Convection on Earth (page 1 of 2) 1.Think back to Investigation 4.1. Draw a punk stick, smoke, and arrows on the Convection Tubes™ to show the movement of air. Then, in the space below the illustration, explain why the air moves like this. Candle Crushed Ice Explanation: © Smithsonian Institution STCMS™ / Weather and Climate Systems Lesson 4 / Wind and Air Pressure Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 4.R: Convection on Earth (page 2 of 2) 2.In the space below the illustrations, describe how uneven heating of land and water is responsible © Smithsonian Institution for sea breezes and land breezes. Explanation: STCMS™ / Weather and Climate Systems Lesson 4 / Wind and Air Pressure Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 5.1: Investigating the Effect of Temperature on Ocean Currents Directions: Complete all of the boxes as you work through the investigation. Question we are trying to answer: How does the temperature of water affect the way water moves? Materials we will use: Procedures we will follow: What we will keep the same when comparing two setups: What we will look for and how we will know it is present: © Smithsonian Institution What we will measure: What happened: Why we think it happened: STCMS™ / Weather and Climate Systems Lesson 5 / Ocean Currents Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 6.R: Thunderstorms, Tornadoes, and Hurricanes Directions: Read That’s a Fact: An Introduction to Thunderstorms, Tornadoes, and Hurricanes. Answer the questions, and then complete Table 1. 1.Name two facts that you learned about thunderstorms. 2.What is a big, rotating wind and rainstorm called in different areas? Draw lines to match. Atlantic Ocean and eastern Pacific Ocean Western Pacific Ocean Typhoon Hurricane Indian Ocean or off the coast of Australia Cyclone 3.Complete Table 1. Table 1. Compare and Contrast Tornadoes and Hurricanes Question Tornado Hurricane Where is it likely to form? What causes it to form? © Smithsonian Institution How big is it? How fast does it move? How fast do its winds rotate? With what scale can you measure its damage? STCMS™ / Weather and Climate Systems Lesson 6 / Storms Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 7.2: Reading Weather Maps Directions: Use the weather maps you have collected (or Figure 7.2) to complete Table 1. One row has been done for you as an example. Then answer questions 1–6 on this sheet. Table 1. Weather Map Observations Day Sample Weather System Observed (high or low pressure, warm or cold front, storm, or other) Location Low pressure, cold front Phoenix, Denver, Rapid City Direction System Is Moving Associated Weather (precipitation, temperature, winds) Southeast Flurries becoming heavier, 4.4ºC 1 2 3 1.What kind of weather is associated with a high-pressure system? ________________________________ 2.What kind of weather is associated with a low-pressure system?_________________________________ © Smithsonian Institution 3.What symbol represents a cold front? _________________________________________________________ 4.What symbol represents a warm front? ________________________________________________________ 5.Pick one weather front on a map. What weather is associated with it?____________________________ 6.In what direction does air move across the United States? Why is this information important? STCMS™ / Weather and Climate Systems Lesson 7 / Predicting Weather Student’s Name ______________________________________________ Date ______________ Class ___________ © Smithsonian Institution Student Sheet 7.3: Graph Paper STCMS™ / Weather and Climate Systems Lesson 7 / Predicting Weather Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 8.1: Modeling Storm Surge Background: The most dangerous part of a hurricane is the storm surge that forms on the water of the ocean or other body of water, such as a nearby lake. Low air pressure at the center of the hurricane draws water up into a hill that is higher than sea level, and hurricane winds push the hill of water forward, causing it to grow even taller. In other words, the size of the storm surge is determined mainly by wind speed but also by air pressure in the eye of the hurricane. The surge moves quickly across the ocean and may cause flooding when it contacts shorelines. Flooding produces higher casualties than any other aspect of a hurricane. The extent of flooding not only depends on the size of the storm surge but also on the shape of the shoreline. Table 1. Storm Surge Data Model Landform with Cliffs Water Height (cm) Shoreline Flooding (cm) Model Landform with Gentle Slope Water Height (cm) Shoreline Flooding (cm) Non-hurricane conditions Hurricane conditions Wind Trial 1 Wind Trial 2 Wind Trial 3 © Smithsonian Institution Average (hurricane conditions) STCMS™ / Weather and Climate Systems Lesson 8 / Tracking Severe Storms Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 8.2: Tracking Hurricane Katrina (page 1 of 3) Background: When Hurricane Katrina struck the Gulf Coast in 2005, it was the most destructive hurricane ever to hit the continental United States. It was responsible for more deaths than any other hurricane in the previous century and was the costliest hurricane in recorded history. Hurricane Katrina was one of 28 North Atlantic hurricanes in 2005. Step 1. Use Table 1 and a colored pencil to record the path of the hurricane on the hurricane tracking chart. Place a colored dot at each position listed in Table 1 using the latitude and longitude data. You may need to estimate. Make a prediction at each place indicated in the table. (Each dot on the chart represents the location of the hurricane’s eye.) Step 2. Answer questions 1–11. 1.Where did the tropical storm that eventually turned into Hurricane Katrina begin? _______________ 2. Is this where tropical storms are usually born? ___________________________________________________ 3. At what point (longitude and latitude) did the tropical storm become a hurricane? ________________ 4. In what direction did the storm move?__________________________________________________________ 5. What do you think caused Hurricane Katrina to move along this path? ____________________________ 6. Where did Hurricane Katrina lose its energy and turn back into a tropical storm? __________________ 7. Why do you think it happened in that location?_________________________________________________ 8.If you had been working at the National Hurricane Center when Hurricane Katrina was active, © Smithsonian Institution which cities or areas would you have evacuated?_______________________________________________ 9. What day would you have recommended the evacuation? Why?__________________________________ 10. What happened to the wind speed and the barometric pressure over the eight-day period? 11. What data is missing that might explain the extensive damage caused on the Gulf Coast and New Orleans by Hurricane Katrina?____________________________________________________________________ __________________________________________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 8 / Tracking Severe Storms Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 8.2: Tracking Hurricane Katrina (page 2 of 3) Table 1. Path of Hurricane Katrina Over Eight Days Date (Aug. 2005) Time Latitude Longitude Pressure (mb) Wind Speed (kt/hr) 23 6 p.m. 23.10 275.10 1008 30 Tropical depression 24 6 a.m. 23.80 276.20 1007 30 Tropical depression 24 6 p.m. 25.40 276.90 1003 40 Tropical storm Storm Status Category Based on the path of the storm, how far the storm has traveled, its pressure, and its wind speed, for which locations would you issue hurricane watches and warnings? A watch means hurricane conditions are likely for a location within 36 hours. A warning means the conditions are likely for a location within 24 hours. 25 6 a.m. 26.10 278.40 997 50 Tropical storm 25 6 p.m. 26.20 279.60 988 60 Tropical storm Based on the path of the storm, how far the storm has traveled, its pressure, and its wind speed, for which locations would you issue hurricane watches and warnings? A watch means hurricane conditions are likely for a location within 36 hours. A warning means the conditions are likely for a location within 24 hours. 26 6 a.m. 25.40 281.30 987 65 Hurricane 26 6 p.m. 24.90 282.60 968 85 Hurricane 27 6 a.m. 24.40 284.00 950 95 Hurricane 27 6 p.m. 24.50 285.30 948 100 Hurricane © Smithsonian Institution Based on the path of the storm, how far the storm has traveled, its pressure, and its wind speed, for which locations would you issue hurricane watches and warnings? A watch means hurricane conditions are likely for a location within 36 hours. A warning means the conditions are likely for a location within 24 hours. 28 6 a.m. 25.20 286.70 930 125 Hurricane 28 6 p.m. 26.30 288.60 902 150 Hurricane 29 6 a.m. 28.20 289.60 913 125 Hurricane 29 6 p.m. 31.10 289.60 948 80 Hurricane 30 6 a.m. 34.10 288.60 978 40 Tropical storm 30 6 p.m. 37.00 287.00 990 30 Tropical depression 31 6 a.m. 40.10 282.90 996 25 Extratropical depression SOURCE: National Hurricane Center, NWS, NOAA STCMS™ / Weather and Climate Systems Lesson 8 / Tracking Severe Storms 105°W 105°W 100°W Mexico 100°W 95°W Houston ! TX 95°W OH Nicaragua STCMS™ / Weather and Climate Systems 85°W Costa Rica ! FL 80°W Panama Haiti 75°W Colombia Jamaica 70°W NB NS PEI B.V.I. 65°W Venezuela Grenada 60°W Trinidad 55°W Windward Islands Antigua Guadeloupe Dominica Martinique St. Lucia Barbados and Nevis Anguilla St. Martin NL 55°W Leeward Islands 60°W Bermuda 65°W Puerto U.S.V.I. St. Kitts Rico Dom. Republic The Bahamas ! VA Beach Cuba Charleston NC VA ! Miami VT ME 70°W NH NY MA ! Boston CT RI ! QC 75°W New York City Philadelphia ! NJ ! MD PA ON ! Jacksonville SC WV 80°W Cayman Is. GA 85°W Honduras El Salvador 90°W AL Belize New Orleans ! MS Guatemala LA 90°W SOURCE: National Hurricane Center, NWS, NOAA 5°N 10°N 15°N 20°N 25°N 30°N 35°N 40°N 45°N 50°N 50°W 50°W 45°W 45°W National Hurricane Center, Miami, Florida 40°W 40°W Atlantic Basin Hurricane Tracking Chart Student Sheet 8.2: Tracking Hurricane Katrina (page 3 of 3) 35°W 35°W 30°W 30°W 20°W 20°W 15°W Senegal Mauritania Western Sahara 15°W 10°W 5°N 10°N 15°N 20°N 25°N 30°N 35°N 40°N 45°N 50°N 10°W Lesson 8 / Tracking Severe Storms 25°W The Gambia Cape Verde Islands Azores 25°W Student’s Name _________________________________________________________________________ Date ____________________ Class ___________ © Smithsonian Institution Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 8.3: Building Designs to Reduce Storm Surge Directions: Research the following topics using the online resources provided. Include as many relevant details as possible that will help you draw your own building design. Storm Impact Flooding: Winds: Building Design Garage Doors: Shutters and Windows: © Smithsonian Institution Hurricane Readiness: (Use this information to apply it to a new building design.) STCMS™ / Weather and Climate Systems Lesson 8 / Tracking Severe Storms Student’s Name ______________________________________________ Date ______________ Class ___________ © Smithsonian Institution Student Sheet 9.1: Graph Paper STCMS™ / Weather and Climate Systems Lesson 9 / Introduction to Climate Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet Sheet 10.GS: Defining and Measuring the Temperature of an Area 1. Where will you take your measurements? a. __________________________________________________________________________________________ __________________________________________________________________________________________ b. __________________________________________________________________________________________ __________________________________________________________________________________________ c. __________________________________________________________________________________________ __________________________________________________________________________________________ 2. What is the temperature at each location you chose? Explain how you took the temperature. a. __________________________________________________________________________________________ __________________________________________________________________________________________ b. __________________________________________________________________________________________ © Smithsonian Institution __________________________________________________________________________________________ c. __________________________________________________________________________________________ __________________________________________________________________________________________ 3. What is the temperature of the area? _________________________________________________________ 4. How did you use your temperature readings to get that number? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph A (page 1 of 3) SOURCE: NOAA/Earth System Research Laboratory Carbon Dioxide Concentration at Mauna Loa Observatory, 1960–2016 Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation 1.List the independent variable and the dependent variable from the graph. Independent variable: ________________________________________________________________________ © Smithsonian Institution Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph A (page 2 of 3) 3.Questions About the Data a.What is the middle layer of the troposphere? What does measuring the CO2 concentration there tell us? b.How is it possible for scientists at the observatory to measure how much CO2 gas there is in a layer of the atmosphere? c. What does “parts per million” mean? What does “concentration” mean? d.Does the CO2 concentration remain constant throughout the year? Is this graph based on averages for an entire year? e.Whose idea was it to take these measurements at Mauna Loa? What was that person’s background, and why was recording CO2 concentrations suggested? f. The range for the CO2 concentration is about 317–385 parts per million. Is this significant? At what concentration does atmospheric CO2 become a problem, and why? g.Additional question: ______________________________________________________________________ 4.General Research Topic Why is the level of atmospheric CO2 important in studying climate change? Possible research directions include: • the history of monitoring atmospheric CO2 • current debates about the importance of CO2 • why CO2 molecules trap heat © Smithsonian Institution • efforts around the world to reduce the amount of CO2 people release into the atmosphere • how high levels of atmospheric CO2 affect the ocean • Other topic:_______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph A (page 3 of 3) 5.Outline of Research Plan i._________________________________________________________________________________________ ii._________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv._________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2b ALASKA, 1978–2008 Introduction The graph below shows the temperature at a depth of 65.5 feet (20 meters) into the Student’s Name ______________________________________________ Date ______________ Class ___________ Permafrost Temperature at Deadhorse, Alaska, 1978–2008 © Smithsonian Institution SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph B INQUIRY MASTER Student permafrost layer at Deadhorse, Alaska, over a 30-year period. Permafrost thawing can result in the sinking of the land (subsidence), which has led to dramatic instances of roads buckling and utility poles falling over. A major concern with permafrost thawing is the potential release of large amounts of greenhouse gas, trapped in the soil by the methane (CH4),Calimate Sheet 10.1: Graph B (page 1 of 3) permafrost. Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation STC Unit: Understanding Weather and Climate 1.List the independent variable and the dependent variable from the graph. Lesson 10 © Smithsonian Institution Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph B (page 2 of 3) 3.Questions About the Data a. Where is Deadhorse, AK? Find it on the map. b. What is permafrost? c. Why are the temperatures being taken at Deadhorse and why at a depth of 65.5 feet? d. Whose idea was it to test here and why? e. Is this the only location at which permafrost-layer temperatures are being monitored? f. Additional question:_________________________________________________________________________________ 4.General Research Topic Why is permafrost important in climate change research? Possible research directions include: • how and when people noticed that the permafrost was thawing • how people had lived on areas w ith permafrost, and how their lives have changed as permafrost has thawed • the discovery that permafrost traps methane gas, and methane’s importance as a greenhouse gas • scientists’ estimates of how much permafrost exists and where it is, and projections about how much may thaw © Smithsonian Institution • Other topic:_______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph B (page 3 of 3) 5.Outline of Research Plan i._________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2c VOLUME OF GLACIER ICE, 1960–2005 Student’s Name ______________________________________________ Date ______________ Class ___________ Introduction Glaciers change: they grow as snow falls on them and melt as they warm. When melting Student Sheet 10.1: Graph C (page 1 ofdoes 3)not change in size. Glaciologists call this a is exactlyClimate balanced by snow accumulation, the glacier static glacier, or one that hasn’t changed in the amount of water it contains. The graph below shows the total volume of glacier ice worldwide over a 45-year period. Volume of Glacier Ice, 1960–2005 © Smithsonian Institution INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph C Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography STC Unit: Understanding Weather and Climate Lesson 10 : Oral presentation 1.List the independent variable and the dependent variable from the graph. © Smithsonian Institution Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph C (page 2 of 3) 3.Questions About the Data a.How big are glaciers? b.How do glaciologists measure glaciers? How do they know whether a glacier is growing or shrinking? c. This graph shows combined data for many glaciers. In fact, some glaciers are melting while others are holding steady, or melting at different rates. How could this be? If Earth is warming, wouldn’t all glaciers melt at the same rate? d.How much of the world’s water is contained in glaciers? e.Additional question:_______________________________________________________________________ 4.General Research Topic How are glaciers important in climate change? Possible research directions include: • how scientists estimate the amount of water trapped in glaciers, how much they estimate will be released as the climate changes, and what this might mean for sea and river levels • paleoclimate research on how glaciers have advanced and retreated • the extent of glaciers during the Little Ice Age, and the climate of Europe during that time • the dynamics of how glaciers melt and move • whether glacial melting is expected to affect (slow or hasten) global warming • what the cryosphere is, and its effects on global climates • Other topic:_______________________________________________________________________________ © Smithsonian Institution STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph C (page 3 of 3) 5.Outline of Research Plan i. _____________________________________________________________________________________________________ ii. _____________________________________________________________________________________________________ iii. _____________________________________________________________________________________________________ iv. _____________________________________________________________________________________________________ v._____________________________________________________________________________________________________ vi._____________________________________________________________________________________________________ vii._____________________________________________________________________________________________________ viii._____________________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2d FROST-FREE DAYS IN FAIRBANKS, ALASKA, 1904–2008 Student’s Name ______________________________________________ Date ______________ Class ___________ Student Introduction Graph D shows the number of frost-free days in Fairbanks, Alaska, for more than 100 years. Fairbanks lies in the middle of Alaska and experiences long winters, generally lasting from late Sheet 10.1:through Climate Graph D (page 1disappears. of 3) Winter temperatures can fall as low as September early May, when the snowpack -15°C to -25°C (5°F to -13°F). Frost-free Days in Fairbanks, Alaska, 1904–2008 © Smithsonian Institution INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph D Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation STC Unit: Understanding Weather and Climate 1.List the independent variable and the dependent variable from the graph. Lesson 10 © Smithsonian Institution Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph D (page 2 of 3) 3.Questions About the Data a.Why is the weather in Fairbanks, Alaska, important? Why would a climatologist use this graph rather than a graph of conditions in Montana or another cold place? b.Why doesn’t the graph show the number of frost-free days for 1900? c. The number of frost-free days seems to jump around a lot from year to year, showing no steady pattern. Why would a climatologist be interested in a variable that changes so erratically? d.The number of frost-free days in 1975 was unusual. What does the graph show? e.Additional question: ______________________________________________________________________ 4.General Research Topic Are local climates changing? Possible research directions include: • the USDA’s decision to redraw the nation’s growing zones (These tell people which plants grow well in different areas.) • how climatologists can tell that an area is warmer, cooler, wetter, or drier than it used to be • people’s beliefs about whether the climate is changing, as revealed by polls • whether or not recent heat waves in the United States and Europe indicate climate change © Smithsonian Institution • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph D (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2e CHANGES IN CARBON DIOXIDE CONCENTRATION IN AN ANTARCTIC CORE Class ___________ Student’s Name ______________________________________________ DateICE ______________ OVER 800,000 YEARS Introduction drilled cores in ice sheets Student Sheet 10.1: CScientists limatehave Graph E (page 1 ofand 3)glaciers in different parts of the world, dated them, and analyzed their contents to determine the temperature and the amount of carbon dioxide (CO2) in the atmosphere when the ice was formed. This graph shows the calculated concentration of carbon dioxide in an Antarctic ice core over a period of 800,000 years. Changes in Carbon Dioxide Concentration in an Antarctic Ice Core Over 800,000 Years © Smithsonian Institution INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph E Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation Lesson 10 STC Unit: Understanding Weather and Climate 1.List the independent variable and the dependent variable from the graph. © Smithsonian Institution Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph E (page 2 of 3) 3.Questions About the Data a.What does “ppm” mean? What does “scientists have drilled cores” mean? Is an ice sheet the same thing as a glacier? b.How can ice say anything about how much CO2 was in the atmosphere? c. Was someone keeping records of CO2 concentrations in ice 800,000 years ago? If not, what do the measurements mean, and how did we get them? d.How are ice cores related to the atmosphere’s temperature? e.The point marked “0” on the x axis is also marked “2008.” What does this mean? f. The value plotted with the large, dark dot (2008 Observed) seems to be much different from the others. Could it be a mistake? g.Additional question: ______________________________________________________________________ 4.General Research Topic Were ancient atmospheres different from ours? Possible research directions include: • how we reconstruct historical scenarios using “proxy data” • how paleoclimatologists believe the composition of the atmosphere (what gases it is made of, and how much of each) has changed over time, and how that has affected climate and life on Earth • why ice is a valuable source of climate data © Smithsonian Institution • whether other planets’ atmospheres change over time • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph E (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2f SEA SURFACE TEMPERATURES AND HURRICANE POWER DISSIPATION IN THE NORTH ATLANTIC OCEAN Student’s Name ______________________________________________ Date ______________ Class ___________ Introduction The graph below shows 85 years of sea surface temperatures in areas of the North Student Sheet 10.1: Climate F (page 1 of The 3) Power Dissipation Index (PDI) of hurricanes Atlantic in which hurricanesGraph have formed and traveled. is a scale that quantifies how much energy the storms give off. PDI is calculated by sampling hurricanes’ top windSea speedsSurface the entire time they are tropical-storm-strength or stronger. The higher the number, Temperatures and Hurricane Power Dissipation the more powerful the storm. in the North Atlantic Ocean INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) © Smithsonian Institution SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph F Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation STC Unit: Understanding Weather and Climate © Smithsonian Institution 1.List the independent variable and the dependent variable from the graph. Lesson 10 Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph F (page 2 of 3) 3.Questions About the Data a. What does “dissipate” mean? b. Who invented the PDI, and what for? c. Why does anyone want to know how much energy hurricanes give off? What is meant by “giving off energy”? d. How is sea surface water temperature related to a hurricane’s energy? e. The last PDI value is higher than the rest. Is it likely to be a mistake? Why or why not? f. Additional question: ______________________________________________________________________ 4.General Research Topic Are hurricanes getting stronger? Possible research directions include: • how we measure the amount of energy in storms and the intensity of storms • coastal cities’ preparation for strong hurricanes • climate scientists’ projections of what higher numbers of and stronger hurricanes might mean for coastal areas • the number of Category 4 and 5 hurricanes in the last 50 years and whether there’s been an increase • how powerful hurricanes affect marine life © Smithsonian Institution • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph F (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph G (page 1 of 3) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Concentrations of Three Greenhouse Gases Over 2,000 Years Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation 1.List the independent variable and the dependent variable from the graph. © Smithsonian Institution Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph G (page 2 of 3) 3.Questions About the Data a.What are greenhouse gases? Why are methane and nitrous oxide included in this graph? b.What do “concentration,” “ppm,” and “ppb” mean? c. In 1750, nobody knew that carbon dioxide, methane, and nitrous oxide existed. How can they have been measured from the years 0 CE to 1750 CE? d.Does every place in the atmosphere have the same concentration of gases? If not, what do the concentrations in this graph mean? Where are they taken from? e.This graph was taken from a report called “Changes in Atmospheric Constituents and in Radiative Forcing.” (Atmospheric constituents are the things that constitute, or make up, the atmosphere.) What is radiative forcing, and how is it related to atmospheric constituents? In other words, what is this graph for? What point or argument was it supposed to support? f. Additional question:_______________________________________________________________________ __________________________________________________________________________________________ 4.General Research Topic Why is there emphasis on carbon dioxide concentrations in the atmosphere, rather than on concentrations of another greenhouse gas? Possible research directions include: • how scientists determined that greenhouse gases are important in climate change • how greenhouse gases trap heat • whether all greenhouse gases trap heat equally well • how much of each type of greenhouse gas on the graph humans release each year into © Smithsonian Institution the atmosphere • where greenhouse gases come from • national and international efforts to control the release of greenhouse gases • research programs to monitor atmospheric CO2 from space • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph G (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research 10.2h ARCTIC SEA ICE EXTENT, ANNUAL AVERAGE, Student’s Name ______________________________________________ Date ______________ Class ___________ 1900–2008 Introduction Sea ice is an important part of the climate system. It affects surface reflectivity, ocean Student Sheet 10.1: Climate Graph H (page 1 of 3) currents, cloudiness, humidity, and the exchange of heat and moisture at the ocean’s surface. Satellites have provided the best record for sea ice cover since the 1970s; before that, information came from aircraft, ship, andArctic coastal observations. The graph Annual below provides information from 1900 through 2008. Sea Ice Extent, Average, 1900–2008 INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) © Smithsonian Institution Graph H Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography : Oral presentation 1.List the independent variable and the dependent variable from the graph. © Smithsonian Institution STC Unit: Understanding Weather and Climate Lesson 10 Independent variable: ________________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph H (page 2 of 3) 3.Questions About the Data a.What is surface reflectivity? b.This graph says that in 1900, sea ice covered over 5 million square miles. The Wright Brothers did not test their first glider until 1900, and of course, there were no satellites. How is it possible to know how much territory sea ice covered in 1900? c. The part of the graph that shows sea ice cover before 1953 is shaded to show that scientists have less confidence in the data. What does “less confidence” mean? d.Sea ice melts and forms with the seasons. Sea ice also breaks up at its edges and moves, making the borders of sea ice hard to find. How and when were the measurements in this graph taken? What problems might there be in interpreting this data if the measurements were taken at different times of year and by different methods? e.Is every measurement on this graph as reliable as the others? If not, should we use it? Explain your answer. f. Additional question: ______________________________________________________________________ 4.General Research Topic Why does it matter how much of Earth is covered by sea ice? Possible research directions include: • what the National Snow and Ice Data Center is, and why it collects data on sea ice • whether sea ice is more important to climate than land ice • why snow and ice cores are valuable to climate scientists © Smithsonian Institution • how global climates and/or sea levels might be affected if all the ice in the sea melted • what could happen if more of Earth were covered by sea ice • organisms that need sea ice in their habitats • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph H (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Due Dates : Selection of topics to address general research question : Analysis of graph, including questions about the data : Research on topics for general research question : Bibliography © Smithsonian Institution : Oral presentation 1.List the independent variable and the dependent variable from the graph. INQUIRY MASTER TOPEX/Poseidon and Jason altimeter data to construct a continuous record of mean sea level change. Marine Geodesy, 27(1–2), 79–94. © Smithsonian Institution Graph I I Graph SOURCE: NASA Earth Observatory. Graph adapted by Robert Simmon from Leuliette, E., Nerem, R., and Mitchum, G. (2004). Calibration of TOPEX/Poseidon and Jason altimeter data to construct a continuous record of mean sea level change. Marinefrom Geodesy, 27(1–2), E., 79–94. SOURCE: NASA Earth Observatory. Graph adapted by Robert Simmon Leuliette, Nerem, R., and Mitchum, G. (2004). Calibration of Introduction Until recently, sea levels were measured with tide gauges, which hang in the ocean near land, and allow scientists to compare the level of the water’s surface with the height of a marker Student’s Name ______________________________________________ Date ______________ Class ___________ on shore. A major problem with this method is that land also moves. If the sea level and the land marker are both moving, it’s difficult to say (for instance) whether seas are rising or the land is sinking. Fortunately, sea levels can now be measured using satellites. Using radar, satellites can measure the Student Sheet 10.1: Climate Graph I (page 1 of 3) sea surface’s distance from the center of the earth, a point that doesn’t change. This graph combines measurements of sea surface height from multiple satellites and an ocean float to track mean sea level from 1993 to 2005. Change in Global Mean Sea Level, 1993–2005 STC Unit: Understandingvariable: Weather and __ Climate Lesson 10 Independent ______________________________________________________________________ Dependent variable: _________________________________________________________________________ 2.Describe the apparent relationship between the variables. Is it direct? Indirect? Does there appear to be no relationship at all? Why do you think this? STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph I (page 2 of 3) 3.Questions About the Data a.What does “global mean sea level” mean? b.Is the sea level the same everywhere? c. In total, according to Graph I, by how much have sea levels risen since 1993? d.Is that a lot? How could we know? e.Additional question: ______________________________________________________________________ ______________________________________________________________________________________________________ 4.General Research Topic Why does it matter if sea levels rise? Possible research directions include: • effects of rising sea levels on coastal areas • how rising sea levels affect ecosystems in estuaries • how much sea levels are expected to rise in the next hundred years • the percentage of the human population that lives along coastlines and the percentage of human industry that takes place along coastlines © Smithsonian Institution • Other topic: _______________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 10.1: Climate Graph I (page 3 of 3) 5.Outline of Research Plan i. _________________________________________________________________________________________ ii. _________________________________________________________________________________________ iii. _________________________________________________________________________________________ iv. _________________________________________________________________________________________ v._________________________________________________________________________________________ vi._________________________________________________________________________________________ vii._________________________________________________________________________________________ viii._________________________________________________________________________________________ 6.Research Roles for Each Group Member : _____________________________________________________________ : _____________________________________________________________ : _____________________________________________________________ © Smithsonian Institution : _____________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet 11.2: Investigating the Impact of Climate Change on Wetlands Scientists at the Smithsonian Environmental Research Center, such as Pat Megonigal, are simulating a “marsh of the future.” They are injecting extra CO2 into the air around the marsh and adding extra nitrogen to the soil to study the potential effects of climate change on wetlands. Listen closely to the video to gather the information you need to answer the questions. 1. Why is it important to study wetlands? ________________________________________________________ 2.How did researchers determine the simulated conditions used in the study? 3.How did researchers simulate increased levels of CO2 in the wetlands and monitor its effects? 4.How did the plants respond to increased levels of CO2? _________________________________________ 5.Why are researchers concerned about the impact of increased CO2 on wetland plant growth? 6.What happens if CO2 and nitrogen increase together? _________________________________________ 7.What are the implications of this in terms of the impact of sea level rise on wetlands? © Smithsonian Institution 8.What happened when the researchers simulated sea level rise? __________________________________ 9.How could increased CO2 and nitrogen levels impact the types of plants that grow in the wetland? _ 10. Why is climate change difficult to study? ______________________________________________________ _____________________________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 11 / Impact of Climate Change Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet WA.2: W eather and Climate Systems Written Assessment Answer Sheet (page 1 of 2) Multiple Choice 1.________ 4.________ 2.________ 5.________ 3.________ 6.________ Short Answer 7. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 8. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 9. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 10. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ © Smithsonian Institution 11. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 12. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems Student’s Name ______________________________________________ Date ______________ Class ___________ Student Sheet WA.2: W eather and Climate Systems Written Assessment Answer Sheet (page 2 of 2) 13. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 14. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 15. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 16. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 17. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 18. _____________________________________________________________________________________________ © Smithsonian Institution _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 19. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 20. _____________________________________________________________________________________________ STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems Lesson Master 2.2a: Suggestions for Making a Graph 1. Give each graph a title that describes the data it displays. 2. Cover as much space on the graph as possible with plotted data. Leave enough space along the axes for labels, even scale divisions, and units of measure. 3. Label horizontal and vertical axes with a description of the data being plotted and the units of measure. 4. Plot the independent variable (the data being controlled) on the horizontal, or x axis, and the dependent variable on the vertical, or y axis. 5. Set the scale for each axis with even divisions, letting the highest measured value in the data fit on the axis. 6. Make sure all spaces on the x- and y-axis scales are equal, even if they are not marked in the same intervals. 7. Make scaling of the axes start from zero at the intersection of the axes (called the origin) and increase in value, moving right on the x-axis and upward on the y axis. © Smithsonian Institution 8. Plot the location of each data point on the graph with a small dot. STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface Lesson Master 2.2b: Plotting Soil and Water Data (page 1 of 4) Graph A 31 30 29 28 Temperature (°C) 27 26 25 24 23 22 21 20 0246810 1214 16 1820 © Smithsonian Institution Heated Cooled Time (min) STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface Lesson Master 2.2b: Plotting Soil and Water Data (page 2 of 4) Graph B Soil Data 31 30 29 28 Temperature (°C) 27 26 25 24 23 22 21 20 0246810 1214 16 1820 Heated Cooled Time (min) © Smithsonian Institution Soil Data Time (mins) Start 1 2 3 4 5 6 7 8 9 10 <Heating> Soil Temperature (°C) 20.0 22.5 24.0 25.5 26.0 27.5 28.5 29.5 30.3 30.8 31.0 STCMS™ / Weather and Climate Systems Time (mins) Start 11 12 13 14 15 16 17 18 19 20 Cooling Soil Temperature (°C) 31.0 30.8 28.9 28.1 27.2 26.0 25.7 25.4 24.6 24.3 24.0 Lesson 2 / Warming Earth’s Surface Lesson Master 2.2b: Plotting Soil and Water Data (page 3 of 4) Graph C Water Data 31 30 29 28 Temperature (°C) 27 26 25 24 23 22 21 20 0246810 1214 16 1820 Heated Cooled Time (min) © Smithsonian Institution Water Data Time (mins) Start 1 2 3 4 5 6 7 8 9 10 <Heating> Water Temperature (°C) 20.1 20.3 20.5 21.0 21.5 21.7 21.8 22.0 22.1 22.3 22.3 STCMS™ / Weather and Climate Systems Time (mins) Start 11 12 13 14 15 16 17 18 19 20 Cooling Water Temperature (°C) 22.3 22.3 22.4 22.3 22.3 22.3 22.2 22.2 22.2 22.2 22.2 Lesson 2 / Warming Earth’s Surface Lesson Master 2.2b: Plotting Soil and Water Data (page 4 of 4) Graph D Soil and Water Data 31 30 29 28 Temperature (°C) 27 26 25 = soil data 24 23 = water data 22 21 20 0246810 1214 16 1820 Heated Cooled © Smithsonian Institution Time (min) STCMS™ / Weather and Climate Systems Lesson 2 / Warming Earth’s Surface OCEAN SURFACE CURRENTS 3 MAPPING Inquiry Master 7.2 Mapping Ocean Currents STC Unit: Understanding Weather and Climate 2000 National Academy of Sciences STCMS™ / Weather and Climate Systems INQUIRY MASTER Surface Currents from SG Investigation 5.3, Table 1. Some Surface Currents on Earth Surface Currents Ocean Currents © Smithsonian Institution © Smithsonian Institution World Map Lesson Master 5.3: Mapping Ocean Surface Currents STC/MS™ C ATA S T R O P H I C E V E N T S Lesson 9 97 Lesson 5 / Ocean Currents Lesson Master 6.R: Thunderstorms, Tornadoes, and Hurricanes (Answer Key) Directions: Read That’s a Fact: An Introduction to Thunderstorms, Tornadoes, and Hurricanes. Answer the questions, and then complete Table 1. 1.Name two facts that you learned about thunderstorms. Student answers will vary. Students should list information found in the reading passage. 2.What is a big, rotating wind and rainstorm called in different areas? Draw lines to match. Atlantic Ocean and eastern Pacific Ocean Western Pacific Ocean Typhoon Hurricane Indian Ocean or off the coast of Australia Cyclone 3.Complete Table 1. © Smithsonian Institution Table 1. Compare and Contrast Tornadoes and Hurricanes Question Tornado Where is it likely to form? Tornadoes often form in “Tornado Alley” (in the western plains) or in “Dixie Alley” (in the lower Mississippi Valley). A hurricane forms over warm, tropical waters, including the Pacific Ocean, Atlantic Ocean, and Indian Ocean. What causes it to form? One way a tornado forms is when moist, warm air meets cool, dry air head on. A hurricane forms when warm, moist air rises over tropical waters and wind speeds reach beyond 119 kph (74 mph). How big is it? The diameter is usually between 100 and 600 m (328 and 1,969 ft). Some are only a few meters wide, while others are more than 1,600 m (1 mile) wide. Hurricanes can vary greatly in size. How fast does it move? Some stand nearly still; others move faster than 100 kph (62 mph). A hurricane can move at speeds of 8–24 kph (5–15 mph). How fast do its winds rotate? Its winds can move up to 350 kph (217 mph). A hurricane’s wind speeds can range from 119–252 kph (74–157 mph) or more. With what scale can you measure its damage? The Enhanced Fujita Scale The Saffir/Simpson Hurricane Scale STCMS™ / Weather and Climate Systems Hurricane Lesson 6 / Storms Lesson Master 7.3: Grading Rubrics for Patterns and Relationships in Weather Data Project Table 1. Weather Data Collection Rubric Components Day 1 High/Low Temperature (°C) Relative Humidity (%) Barometric pressure (mb), 6 a.m. Barometric Pressure (mb), 6 p.m. Peak Wind Speed (km/hr) Total Precipitation (cm) Clouds (accurate drawing and label of kind) Other Total Points/Day Day 2 Day 3 Day 4 Day 5 Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned Points Possible Points Earned © Smithsonian Institution Total Points Earned / Total Points Possible _______ / _______ Table 2. Weather Correlations and Predictions Rubric Points Possible No correlations attempted Correlations attempted, but not supported Correlations attempted and supported Correlations attempted and supported, and predictions made Correlations attempted and supported, predictions made, and predictions were accurate STCMS™ / Weather and Climate Systems 0 1 2 3 4 Lesson 7 / Predicting Weather Lesson Master 8.1: Coastal Landforms 7.1 COASTAL LANDFORMS Landform with Steep Cliffs 2 cm 1 cm 10 cm 2 cm 1 cm © Smithsonian Institution © Smithsonian Institution 10 cm STC Unit: Understanding Weather and Climate STCMS™ / Weather and Climate Systems Lesson 7 Lesson 8 / Tracking Severe Storms INQUIRY MASTER Landform with Gentle Slope Lesson Master 9.1: Using Data to Determine Climate (page 1 of 2) Directions: Analyze and interpret the data in the following tables. This data represents average values for each measurement. Use the data and the information in Building Your Knowledge: Climate Classification System to classify each locations’ climate. Location: City A Coordinates: 32.7150° N, 117.1625° W Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec High Temperature (°F) 65 65 66 68 69 71 75 76 76 73 69 65 Low Temperature (°F) 49 51 53 56 59 62 65 67 65 61 54 48 Inches of Precipitation 1.97 2.28 1.81 0.79 0.12 0.08 0.04 0.04 0.16 0.55 1.02 1.54 Number of Days with Precipitation 7 7 7 5 2 1 0 0 1 3 4 6 Location: City B Coordinates: 33.4500° N, 112.0667° W Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec High Temperature (°F) 67 71 77 85 95 104 106 104 100 89 76 66 Low Temperature (°F) 46 49 53 60 69 78 83 83 77 65 53 45 Inches of Precipitation 0.91 0.91 0.98 0.28 0.12 0.04 1.06 0.98 0.63 0.59 0.67 0.87 Number of Days with Precipitation 4 4 3 2 1 1 4 5 3 3 2 4 Location: City C © Smithsonian Institution Coordinates: 33.7550° N, 84.3900° W Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec High Temperature (°F) 51 54 62 71 79 86 87 86 82 72 61 52 Low Temperature (°F) 35 37 43 51 60 67 70 69 64 54 43 37 Inches of Precipitation 4.45 4.53 5.35 4.49 3.15 3.82 4.72 3.58 3.27 2.44 2.95 4.37 Number of Days with Precipitation 11 10 12 10 9 10 12 10 7 7 8 11 STCMS™ / Weather and Climate Systems Lesson 9 / Introduction to Climate Lesson Master 9.1: Using Data to Determine Climate (page 2 of 2) Location: City D Coordinates: 32.7833° N, 79.9333° W Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec High Temperature (°F) 59 63 70 76 83 88 91 89 85 77 70 62 Low Temperature (°F) 38 41 47 53 62 70 73 72 67 57 47 40 Inches of Precipitation 3.7 2.95 3.7 2.91 3.03 5.67 6.54 7.17 6.1 3.74 2.44 3.11 Number of Days with Precipitation 9 9 11 8 14 10 15 12 10 6 7 8 Location: City E Coordinates: 32.8969° N, 97.0381° W Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec High Temperature (°F) 57 61 69 77 84 92 96 96 89 78 67 58 Low Temperature (°F) 37 41 49 56 65 73 77 77 69 58 48 38 Inches of Precipitation 2.05 2.6 3.5 3.07 4.92 4.09 2.2 1.85 2.83 4.8 2.87 2.76 Number of Days with Precipitation 7 8 8 9 9 6 5 6 5 6 6 6 © Smithsonian Institution Jan STCMS™ / Weather and Climate Systems Lesson 9 / Introduction to Climate Lesson Master 10.1: Climate Graph A Carbon Dioxide Concentration at Mauna Loa Observatory, 1960–2016 Introduction: The data on carbon dioxide concentration in the graph below was collected over a 50-year period at the Mauna Loa Observatory in Hawaii. This observatory, located on the side of the Mauna Loa volcano on the Big Island of Hawaii, is one of many run by the National Oceanographic and Atmospheric Administration (NOAA). The Mauna Loa record is considered by scientists to be a precise and reliable indicator of carbon dioxide (CO2) in the middle layer of the troposphere. © Smithsonian Institution SOURCE: NOAA/Earth System Research Laboratory Graph A STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph B Permafrost Temperature at Deadhorse, Alaska, 1978–2008 Introduction: The graph below shows the temperature at a depth of 65.5 feet (20 meters) into the permafrost layer at Deadhorse, Alaska, over a 30-year period. Permafrost thawing can result in the sinking of the land (subsidence), which has led to dramatic instances of roads buckling and utility poles falling over. A major concern with permafrost thawing is the potential release of large amounts of methane (CH4), a greenhouse gas, trapped in the soil by the permafrost. SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph B © Smithsonian Institution Permafrost temperatures have risen throughout Alaska, with the largest increases in the northern part of the state. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph C Volume of Glacier Ice, 1960–2005 10.2c VOLUME OF GLACIER ICE, 1960–2005 Introduction: Glaciers change: they grow as snow falls on them and melt as they warm. When melting is exactly balancedIntroduction by snowGlaciers accumulation, the glacier does not change in size. Glaciologists call this a change: they grow as snow falls on them and melt as they warm. When melting static glacier, or one thatbalanced hasn’t changed in the amount ofchange water it Glaciologists contains.callThe is exactly by snow accumulation, the glacier does not in size. this agraph below shows the static glacier, or one that hasn’t changed in the amount of water it contains. The graph below shows the total volume of glacier ice worldwide over a 45-year period. total volume of glacier ice worldwide over a 45-year period. Graph C INQUIRY MASTER SOURCE: U.S. Global Change Research Program (www.globalchange.gov) SOURCE: U.S. Global Change Research Program (www.globalchange.gov) © Smithsonian Institution Graph C As temperatures have risen, glaciers around the world have shrunk. The graph shows the cumulative decline in glacier ice worldwide. Lesson 10 © Smithsonian Institution STC Unit: Understanding Weather and Climate STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph D Frost-free Days in Fairbanks, Alaska, 1904–2008 Introduction: Graph D shows the number of frost-free days in Fairbanks, Alaska, for more than 100 years. Fairbanks lies in the middle of Alaska and experiences long winters, generally lasting from late September through early May, when the snowpack disappears. Winter temperatures can fall as low as 215°C to 225°C (5°F to 213°F). SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph D © Smithsonian Institution Over the past 100 years, the length of the frost-free season in Fairbanks, Alaska, has increased by 50 percent. The trend toward a longer frost-free season is projected to produce benefits in some sectors and detriments in others. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph E Changes in Carbon Dioxide Concentration in an Antarctic Ice Core Over 800,000 Years Introduction: Scientists have drilled cores in ice sheets and glaciers in different parts of the world, dated them, and analyzed their contents to determine the temperature and the amount of carbon dioxide (CO2) in the atmosphere when the ice was formed. This graph shows the calculated concentration of carbon dioxide in an Antarctic ice core over a period of 800,000 years. SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph E © Smithsonian Institution Analysis of air bubbles trapped in an Antarctic ice core extending back 600,000 years documents Earth’s changing carbon dioxide concentration. Over this long period, natural factors have caused the atmospheric carbon dioxide concentration to vary within a range of about 170 to 300 parts per million (ppm). Temperature-related data make clear that these variations have played a central role in determining the global climate. As a result of human activities, the present carbon dioxide concentration of about 385 ppm is about 30 percent above its highest level over at least the last 800,000 years. In the absence of strong control measures, emissions projected for this century would result in the carbon dioxide concentration increasing to a level that is roughly 2 to 3 times the highest level occurring over the glacial-interglacial era that spans the last 800,000 or more years. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph F Sea Surface Temperatures and Hurricane Power Dissipation in the North Atlantic Ocean Introduction: The graph below shows 85 years of sea surface temperatures in areas of the North Atlantic in which hurricanes have formed and traveled. The Power Dissipation Index (PDI) of hurricanes is a scale that quantifies how much energy the storms give off. PDI is calculated by sampling hurricanes’ top wind speeds the entire time they are tropical-storm-strength or stronger. The higher the number, the more powerful the storm. SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph F © Smithsonian Institution Observed sea surface temperature (blue) and the Power Dissipation Index (green), which combine frequency, intensity, and duration for North Atlantic hurricanes. Hurricane rainfall and wind speeds are likely to increase in response to human-caused warming. Analyses of model simulations suggest that for each 1.8°F increase in tropical sea surface temperatures, rainfall rates will increase by 6 to 18 percent. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph G Concentrations of Three Greenhouse Gases over 2,000 Years Introduction: Graph G shows the concentration of three greenhouse gases in the atmosphere over 2,000 years. In addition to carbon dioxide, it shows the concentrations of methane and nitrous oxide gas. SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph G © Smithsonian Institution Increases in concentrations of these gases since 1750 are due to human activities in the industrial era. Concentration units are parts per million (ppm) or parts per billion (ppb), indicating the number of molecules of the greenhouse gas per million or billion molecules of air. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph H Arctic Sea Ice Extent, Annual Average, 1900–2008 Introduction: Sea ice is an important part of the climate system. It affects surface reflectivity, ocean currents, cloudiness, humidity, and the exchange of heat and moisture at the ocean’s surface. Satellites have provided the best record for sea ice cover since the 1970s; before that, information came from aircraft, ship, and coastal observations. The graph below provides information from 1900 through 2008. SOURCE: U.S. Global Change Research Program (www.globalchange.gov) Graph H © Smithsonian Institution Observations of annual average arctic sea ice extent for the period 1900 to 2008. The gray shading indicates less confidence in the data before 1953. STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.1: Climate Graph I Change in Global Mean Sea Level, 1993–2005 Introduction: One way that scientists have measured sea levels is with tide gauges, which hang in the ocean near land, and allow scientists to compare the level of the water’s surface with the height of a marker on shore. A major problem with this method is that land also moves. If the sea level and the land marker are both moving, it’s difficult to say (for instance) whether seas are rising or the land is sinking. Fortunately, sea levels are now also measured using satellites. Using radar, satellites can measure the sea surface’s distance from Earth, a point that doesn’t change. This graph combines measurements of sea surface height from multiple satellites and an ocean float to track mean sea level from 1993 to 2005. © Smithsonian Institution SOURCE: NASA Earth Observatory. Graph adapted by Robert Simmon from Leuliette, E., Nerem, R., and Mitchum, G. (2004). Calibration of TOPEX/Poseidon and Jason altimeter data to construct a continuous record of mean sea level change. Marine Geodesy, 27(1–2), 79–94. Graph I STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 10.2: Climate Change Research Scoring Rubric Group Members__________________________________________________________________________________ Possible Points Presentation Components Points Earned • Correctly explained the relationship between the independent and dependent variables shown in the graph Content • Listed and answered all the questions about the graphed data on student sheet • Addressed the broader research topic(s) based on the question(s) on student sheet • Overall, showed an understanding of the significance of the data in the context of climate change research • Presentation was well organized and informative Presentation • Student(s) spoke loudly and clearly • Visual materials enhanced the presentation Visual Aid • Layout and design were effective for the presentation of information • Diagrams, tables, and photos were relevant • Labeling and description were informative and complete • Included at least five complete references Bibliography • References were relevant • References were reputable © Smithsonian Institution Total STCMS™ / Weather and Climate Systems Lesson 10 / Climate Change Research Lesson Master 11.2: Answer Key for Student Sheet 11.2: Investigating the Impact of Climate Change on Wetlands Scientists at the Smithsonian Environmental Research Center, such as Pat Megonigal, are simulating a “marsh of the future.” They are injecting extra CO2 into the air around the marsh and adding extra nitrogen to the soil to study the potential effects of climate change on wetlands. Listen closely to the video to gather the information you need to answer the questions. 1. Why is it important to study wetlands? Wetlands provide habitat and buffer coastal infrastructure against storm surge. 2.How did researchers determine the simulated conditions used in the study? Researchers used climate projections to determine the amount of CO2 that will be in the atmosphere in the year 2100. 3.How did researchers simulate increased levels of CO2 in the wetlands and monitor its effects? They constructed specially designed chambers and pumped CO2 into the air and nitrogen into the soil within these chambers. They also simulated sea level rise within the chamber. 4.How did the plants respond to increased levels of CO2? The plants grew faster in response to increased levels of CO2 , both above and under the ground. The plants built new soil, which could increase their chance of survival as the sea level rises. 5.Why are researchers concerned about the impact of increased CO2 on wetland plant growth? If plants do not grow fast enough in response to increased CO2 in the atmosphere, they will not be able to keep up with sea level rise and will drown. 6.What happens if CO2 and nitrogen increase together? When CO2 and nitrogen are increased together, the soil rises some, but not as much as it did when CO2 was increased alone. 7.What are the implications of this in terms of the impact of sea level rise on wetlands? The wetlands’ ability to keep up with sea level rise is diminished. © Smithsonian Institution 8.What happened when the researchers simulated sea level rise? When both CO2 and nitrogen are pumped into chambers, the buildup of marsh peat below the surface slows down. This means that over decades, the marsh may eventually drown and disappear. 9.How could increased CO2 and nitrogen levels impact the types of plants that grow in the wetland? _ Native plants do not thrive in the simulated environment. This may provide the opportunity for invasive plants, such as phragmites, to dominate the marsh. Phragmites respond strongly when both CO2 and nitrogen are elevated. As phragmites invade, changes take place in the vertical distribution of the plant canopy, and changes occur in the type of organisms that can live in the marsh. 10. Why is climate change difficult to study? There are so many factors changing at the same time, such as the composition of the atmosphere, the temperature of the planet, the composition of water, and the composition of plant communities. STCMS™ / Weather and Climate Systems Lesson 11 / Impact of Climate Change Lesson Master 12.1a: Weather Data (page 1 of 6) © Smithsonian Institution SOURCE: Location of Burlington, North Carolina Weather Data Mean Temperature Max Temperature Min Temperature Dew Point Average Humidity Precipitation Barometric Pressure Wind Speed STCMS™ / Weather and Climate Systems 23°F 25°F 21°F 14°F 71% 0.53 in 30.23 in 12 mph (NE) Lesson 12 / Assessment: Weather and Climate Systems 2:0 .m. 0a 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 0a 1:0 © Smithsonian Institution Dew Point(°F) 0a 2:0 .m. 0a 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 1:0 Temperature (°F) Lesson Master 12.1a: Weather Data (page 2 of 6) Temperature (°F) Data 26 25 24 23 22 21 20 19 Time Dew Point (°F) Data 20 18 16 14 12 10 8 6 4 2 0 Time STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems a.m 0a . 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 2:0 1:0 0 Barometric Pressure (in Hg) © Smithsonian Institution 0a 2:0 .m. 0a 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 1:0 Humidity (%) Lesson Master 12.1a: Weather Data (page 3 of 6) Humidity (%) Data 20 18 16 14 12 10 8 6 4 2 0 Time Barometric Pressure (in Hg) Data 30.5 30.4 30.3 30.2 30.1 30.0 29.9 29.8 29.7 29.6 29.5 Time STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems 0a 2:0 .m. 0a 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 1:0 © Smithsonian Institution Wind Speed (mph) 0a 2:0 .m. 0a 3:0 .m. 0a 4:0 .m. 0a 5:0 .m. 0a 6:0 .m. 0a 7:0 .m. 0a 8:0 .m. 0a 9:0 .m. 0 10 a.m. :00 11 a.m :00 . 12 a.m :00 . 1:0 p.m. 0p 2:0 .m. 0a 3:0 .m. 0p 4:0 .m. 0p 5:0 .m. 0p 6:0 .m. 0p 7:0 .m. 0p 8:0 .m. 0p 9:0 .m. 0 10 p.m. :00 11 p.m :00 . 12 p.m :00 . a.m . 1:0 Wind Speed (mph) Lesson Master 12.1a: Weather Data (page 4 of 6) Wind Speed (mph) Data 25 20 15 10 5 0 Time Wind Direction Data North West South East North Time STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems SOURCE: NOAA © Smithsonian Institution SOURCE: NOAA Lesson Master 12.1a: Weather Data (page 5 of 6) STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems © Smithsonian Institution SOURCE: NOAA SOURCE: NOAA Lesson Master 12.1a: Weather Data (page 6 of 6) STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems Lesson Master 12.1b: Poster Scoring Rubric Possible Points Presentation Components Points Earned • The student explained whether or not school should be closed. • The student explained whether or not it was likely to snow the next day. Content • The student supported their position using the provided data. • The student clearly explained the data. • The student used at least three pieces of data to support their position. • The student correctly interpreted the presented information. • The layout and design were effective for the presentation of information. Poster • The information was shown in a clear and concise manner. • The information could be understood without a presentation. • The visual aids were relevant and useful. • The information on poster was well explained. • The students spoke clearly. • The presentation enhanced the information on the poster. © Smithsonian Institution Presentation STCMS™ / Weather and Climate Systems Lesson 12 / Assessment: Weather and Climate Systems